Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: ________Amber Westmoreland________________________ ________________________________
________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The
instructor will design these pairings with students interests and experiences in mind. The audience for the Unit Plan will be
your future secondary school students (grades 7-12) with limited to moderate exposure to (1) painting/drawing, (2) new media,
(3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8) collage/assemblage.
The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices (Patterson, 2011, p.
6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and
creative inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also
by the due date, the completed Unit Plan and appendices should be emailed to peers in one document/attachment as a
resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on Course Tools > Send Email > All
Users.

Lesson Title: Framing & Exhibition Inspiration Artists, including those from underrepresented
populations:
Sarah Maple, Dorothea Lange
Lesson Overview (~3 complete sentences): Students will learn how to make frames for their art work. Students will learn how
to display artwork taking into account the size color and grouping when hanging photographs. Students will learn how to
decipher the narratives of various images and have a better understanding of different cultures.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning?
They will use established measuring skills to cut mat boards. They will recall upon skills developed in previous VTS exercise to
interpret others artwork. Students will use established Key terms to explain what they are seeing.

Key Concepts (3-4): What you want the students to know.
1. Students will know how to frame their artwork
2. Students will know how to interpret deeper meaning
within social practice
3. Students will know that value, size, grouping, color and
height placement all affects how the viewer interprets work
Visual art content and multicultural Lesson Objectives: What Align Formative and Summative Assessments with Lesson
you want the students to do.
1. Visual Art:The students will be able to identify the use of 1. How will you assess the Lesson Objective? What will you
key terms within an image
2. Visual Art: The students will be identify and explain why a
photograph has successful composition and clear message.
3. Multicultural: The students will be able to refute social
confines that society has labeled them with.
Lesson Plan Template 2
Essential Questions (3-4): Restate Key Concepts using open-
ended questions.
1. What steps do you need to take in order to create a frame?
2. How does this work apply to the theme of identity and social
practice?
3. Where is your eye drawn to and how does it move across the
wall and why?
4. If we move these pieces how does it alter where your eye is
directed to change?
Objectives from left column. Please submit at least one
rubric per Lesson for a total of three or more per Unit.
be looking for? I will ask questions about the exhibition
using key terms I will be listening for understanding of
the question in their accuracy to find and discuss the
term I am asking about within the images?
2. I will asses the Lesson Objective by having students
complete a 321 summary and looking for a clear
understanding of how the composition is functioning
3. How will you assess the Lesson Objective? What will you
be looking for? I will ask questions about how the
portraits challenge social concepts within present day
society and listening to the explanation of their answers. I
will also be observing comment and interactions to the
art work among peers.
 Lesson Plan Template 3

National Core Art Standards: Visual Arts (3-4): Please list California Visual and Performing Arts Standards (grades 7-12
number and description of Anchor Standard. only) (2-5): Check all that apply and add number and description
1. Creating: of applicable content standard.
2. Presenting: 5.1:Analyze and evaluate the reasons and 1.2__1.0 Artistic Perception:
ways an exhibition is presented. ___ 2.0 Creative Expression:
3. Responding: 8.1Interpret an artwork or collection of 3.1__3.0 Historical & Cultural Context:
works, supported by relevant and sufficient evidence 4.2__4.0 Aesthetic Valuing:
_ _5.0 Connections, Relationships, Applications:
found in the work and its various contexts.
4. Connecting: 11.1: Appraise the impact of an artist or a
group of artists on the beliefs, values, and behaviors of
a society.
Identify and define visual art vocabulary that connect to Materials: List all materials needed in the columns below.
other concentration area(s) and/or medium(s): Thumb tacs
1. Unity- A principle of design that connects a variety of mat boards
elements of art and principles of design into a work of art adhesive
with harmony and balance exacto knifes
tape
2. Mood -The state of mind or emotion communicated in a paper
work of art through color, composition, media, scale, size,
etc Purchase
mat boards
3. Theme- A subject or topic of discourse or of artistic adhesive
representation.

4. Content The representations, messages, ideas, and/or

feelings expressed in a work of art.
5.Design:The plan, conception, or organization of a work
of art; the arrangement of independent parts (the
elements of art) to form a coordinated whole
 Lesson Plan Template 4

Lesson Procedures: Based on class size of 28 and 90 min. class period

Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to
learn. Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time
spent on each task. Describe directions you plan to give the students, teaching models/strategies you plan to use during the
lesson, different activities your students will do, etc. Be sure to include management issues such as transitions, room
arrangements, and student groupings.

1. Focus Lesson (teacher does): (step 1)

Preparation: Teacher will have tables pushed to the center of the room away from all walls and set out a variety of colored
mat-boards, cardboard cutters, and rulers on cutting table. Teacher will have her photographs of portraits prepared for Demo,
along with appropriate sized matt board in both white and grey of varying sizes, set at the end of the cutting table in
preparation for Demo. After class Teacher will grade photographs hung on the wall for the class critique

2 min- Upon entering the classroom students will be instructed to set their belongs at their seats and gather around the
cutting table for the Matting Demo.

(step 7)
Teacher will ask open ended questions that guide connections to the inspired artists, big idea, and composition. Teacher will
ensure that every student is contributing to class critique. During class critique and hanging of photos teacher will have a copy
of Assessment rubric and put students initials next to each bench mark that applies in order to record information for
benchmark assessment. Additional notes will be made as necessary.

Teacher rearranges a few images in exhibition during class critique and ask key question.
Modeling (teacher does): (step 2)
15 min- Teacher sets one photograph on the white matt board, and the other photo on the slightly larger grey matt bored.
Teacher switches photograph with boards and Teacher thinks up loud I dont know which size and background I like better
and leads the class in collaborative Instruction (5 min ) (step 3) Next the teacher uses a pencil on the back side of the matt
board to trace the corners of the photo extending the lines out far enough to cross one another. Then the teacher will use a
ruler to measure one and quarter of an inch inward from the top and sides. The bottom line will be measured at one and half
inch inward. Next the teacher will use a ruler and pencil to line up the measurements it out. and place the photo over theses
measurements to double check that photograph overlaps the lines and is not going to fall through once it is cut. Next the
teacher will score along the lines with an exacto knife. The teacher will then use the exacto knife digging in slightly deeper and
once again a third and fourth time if needed to penetrate all the way through the matt board creating a crisp cut out for the
photograph. (step 4) The teacher will then take the second photograph and trace along the outer edge of it onto the back of
the matt board. Next the teacher will adhere the photograph centered on a paper slightly larger than it informing students
they can use this method if they do not want to loose any of their imagery due to cropping. Next the teacher will use the exacto
knife to cut out the guidelines. This time it will be done quickly only tracing along the guidelines once as a means to show
students the jagged messy effect that is caused when rushing through the cutting process. next the image and paper it is
 Lesson Plan Template 5

adhered to will be taped onto the matt board.

2. Guided Instruction (teacher and students do together):

Occurs During Modeling (step 2)
Teacher ask the students what they think looks better and why? Students answer, and talk amongst each other to analyze and
solve the question. Teacher guides class conversation by using key terms to ask how the photograph functions in duality with
the matt board. The decision on which matt board is used is made upon majority ruling. (7 min.)

After Demo students are instructed they have 20 minutes to make their matt boards and then 25 min to arrange and hang
photographs on the back wall.

1 Independent Learning (students do alone): (step 5)

15 min-Students will measure cut and make their own matt boards learning how to create a frame for any artwork.

4. Collaborative Learning (students do together): (step 6)

20 min- When hanging items on the walls students will communicate with one another about how they look and function
among to the other images. If one image or photographers work looks out of place then all the artworks must be rearranged in
a manner that is cohesive to the students work as a whole. Teacher will walk the floor listening to conversations that elicit
knowledge of terms and how aesthetic value Functions. Teacher will also observe non verbal documentation of understanding
key terms and overall concept through use of action rather than words. For example a student could be saying nothing but
visually arranging art works successfully.

Students will critique artwork making respectful suggestions on how to improve it and give positive feedback on what is
successful in the photographs

5. Closure: (step 7)
40 min - class critique: Students will critique artwork making respectful suggestions on how to improve it and give positive
feedback on what is successful in the photographs. Teacher will ask open ended questions that guide connections to the
inspired artists, big idea, and composition. Teacher will ensure that every student is contributing to class critique. During class
critique and hanging of photos teacher will have a copy of Assessment rubric and put students initials next to each bench mark
that applies in order to record information for benchmark assessment. Additional notes will be made as necessary.
 Lesson Plan Template 6

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
I will review students IEPS and be sure to make proper modifications.These students will stand in the front row during the
memo as to be sure they are fully engaged. I will stop and ask if clarifications need to be made. Numbers for measurement will
be translated, or shown using hands or the ruler as a clarification guide.

1 How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow students to solve the problem of social constructs, and how students will break those or
reinforce them through photography. Students will ask for help from peers when hanging images in exhibit as a
means to use critical thinking to come to a conclusion.
1 How will you engage students in routinely reflecting on their learning?
I will ask the key questions during class along with additional open ended questions that refer to the students and
peers art work, along with the inspirational artist.

1 How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
None needed for this lesson. I will make sure to use adhesive that a lines with OEHHA standars

Lesson Resources/References (use APA):

https://a.s.kqed.net/pdf/arts/programs/spark/visartvocab.pdf
http://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20Glance%20-%20new%20copyright
%20info.pdf

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf